The Effectiveness of Technology Enhanced Assessment in Malaysian Higher Education for Medical Students
DOI:
https://doi.org/10.58524/oler.v4i1.372Keywords:
Assessment, E-assessment, , E-learning, Medical education, Technology-enhancedAbstract
Technology-enhanced assessment (TEA) means all types of assessments that use technological aid either online or offline, either during or after learning with the objective of improving or assessing the process of learning. This study aims to assessed the effectiveness and influence of TEA on the academic performance of medical students in a Malaysian private university. A cross-sectional study was conducted and convenience sampling was applied to recruit participants. A validated online questionnaire was used and the participants were required to report their demographic characteristics, academic performance before and after using TEA, and their attitudes towards the TEA. Paired-t-test was performed to assess the difference in medical students’ mean CGPA before and after using TEA. Study findings showed that medical students have positive attitudes towards TEA and believe that TEA offers value to their learning. TEA was found to have a positive impact on the academic performance by which there is a significance difference in medical students’ mean CGPA before and after using TEA (p less than 0.05). TEA is an effective tool that can enhance the learning process among medical students. Nevertheless, the sample studied need to be more diverse to be able to generalize the results for all medical students along different universities and countries.
References
Abdalqader, M. A., Baobaid, M. F., Ghazi, H. F., Hasan, T. N., Mohammed, M. F., Abdalrazak, H. A., Ramamurthy, K. A., Arasu, R. A., Muthusamy, S. A., Alsaigh, L. N., Ads, H. O., & Jun, H. C. W. (2020). The malaysian movement control order (MCO) impact and its relationship with practices towards coronavirus disease 2019 (COVID-19) among a private University students in Selangor. Malaysian Journal of Public Health Medicine, 20(2), 49-55. https://doi.org/10.37268/mjphm/vol.20/no.2/art.523
Al-Hattami, A. A. (2020). E-Assessment of students performance during the E-Teaching and learning. International Journal of Advanced Science and Technology, 29(8), 1537–1547.
Attalla, S. M., Ibrahim, J., Ads, H., Abu Bakar, H., Abd Hamid, N. A., & Johar, M. G. M. (2021). Medical students’ perception for online learning during covid-19 pandemic: A case study in a Malaysian private medical school. International Journal of Medical Toxicology & Legal Medicine, 24(1and2), 75–80. https://doi.org/10.5958/0974-4614.2021.00011.5
Attalla, S. M., Kerpusamy, R., Fathiahbt, T. H., Radzuan, T. M., Hasneeza, N. F. B. M., Faisal, F. N. F. B. M., & Johar, M. G. M. (2021). Overview of technology enhanced assessment in higher education institutions. International Journal of Medical Toxicology & Legal Medicine, 24(1and2), 57–65. https://doi.org/10.5958/0974-4614.2021.00009.7
Baah, R., Konovalov, O., & Tenzin, S. (2024). Effectiveness of e-assessment in science learning: improving the quality and efficiency of assessment in the digital era. Integrated Science Education Journal, 5(2), 74–81. https://doi.org/10.37251/isej.v5i2.960
Babacan, S., & Dogru Yuvarlakbas, S. (2022). Digitalization in education during the COVID-19 pandemic: Emergency distance anatomy education. Surgical and Radiologic Anatomy, 44(1), 55–60. https://doi.org/10.1007/s00276-021-02827-1
Babo, R., Fitas, R., & Suhonen, J. (2023). WebAVALIA: Analysis of students’ opinions and experiences using an e-assessment tool in collaborative learning. Education and Information Technologies, 29(1), 1–29. https://doi.org/10.1007/s10639-023-12220-7
Bryan, C., & Clegg, K. (2019). Innovative assessment in higher education: A handbook for academic practitioners. Routledge.
Bulut, O., Cutumisu, M., Singh, D., & Aquilina, A. M. (2020). Guidelines for generating effective feedback from e-assessments. Hacettepe University Journal of Education, 35(1), 1–13. https://doi.org/10.16986/huje.2020063705
Chen, H. W. J., Marzo, R. R., Sapa, N. H., Ahmad, A., Anuar, H., Baobaid, M. F., Jamaludin, N. A., Hamzah, H., Sarrafan, S., & Ads, H. O. (2023a). Trends in health communication: Social media needs and quality of life among older adults in Malaysia. Healthcare, 11(10), 1455. https://doi.org/ 10.3390/healthcare11101455
Chen, H. W. J., Marzo, R. R., Sapa, N. H., Ahmad, A., Anuar, H., Baobaid, M. F., Jamaludin, N. A., Hamzah, H., Sarrafan, S., & Ads, H. O. (2023b). Trends in health communication: Social media needs and quality of life among older adults in Malaysia. Healthcare, 11(10), 1455. https://doi.org/ 10.3390/healthcare11101455
Chuo, W.-H., Lee, C.-Y., Wang, T.-S., Huang, P.-S., Lin, H.-H., Wen, M.-C., Kuo, D.-H., & Agoramoorthy, G. (2021). Evaluate the feasibility of the implementation of e-assessment in objective structured clinical examination (OSCE) in pharmacy education from the examiner’s perspectives. Education Sciences, 11(5), 194. https://doi.org/10.3390/educsci11050194
Coni, R. M., Cimpean, A. M., Maerz, R., & Raica, M. (2020). Opening the door through the e-learning and e-assessment for preclinical medical education in Romania: Academic, social and psychological impact. 2020 8th E-Health and Bioengineering Conference, EHB 2020. https://doi.org/10.1109/EHB50910.2020.09280225
Elzainy, A., El Sadik, A., & Al Abdulmonem, W. (2020). Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University. Journal of Taibah University Medical Sciences, 15(6), 456–462. https://doi.org/10.1016/j.jtumed.2020.09.005
Fatima, S. S., Idress, R., Jabeed, K., Sabzwari, S., & Khan, S. (2021). Online assessment in undergraduate medical education: Challenges and solutions from a LMIC University. Pakistan Journal of Medical Sciences, 37(4), 945-951. https://doi.org/10.12669/pjms.37.4.3948
Fitri, M. R., Saregar, A., & Latifah, S. (2022). Character education-based physics digital comic for 12-14 years old students. Online Learning In Educational Research, 2(2), 95–104. https://doi.org/10.58524/oler.v2i2.216
Gordon, M., Farnan, J., Grafton-Clarke, C., Ahmed, R., Gurbutt, D., McLachlan, J., & Daniel, M. (2019). Non-technical skills assessments in undergraduate medical education: A focused BEME systematic review: BEME Guide No. 54. Medical Teacher, 41(7), 732–745. https://doi.org/ 10.1080/0142159X.2018.1562166
Hasan, N. A. A., Ahmad, N., & Razak, N. A. (2017). Factors that significantly affect college students’ CGPA. International Academic Research Journal of Social Science, 3(1), 77–81.
Irons, A., & Elkington, S. (2021). Enhancing learning through formative assessment and feedback. Routledge.
Isaías, P., & Sampson, D. G. (2020). Online Teaching and Learning in Higher Education. Springer Nature Switzerland.
Kruk, M. E., Gage, A. D., Arsenault, C., Jordan, K., Leslie, H. H., Roder-DeWan, S., Adeyi, O., Barker, P., Daelmans, B., Doubova, S. V, English, M., García-Elorrio, E., Guanais, F., Gureje, O., Hirschhorn, L. R., Jiang, L., Kelley, E., Lemango, E. T., Liljestrand, J., … Pate, M. (2018). High-quality health systems in the Sustainable Development Goals era: Time for a revolution. The Lancet Global Health, 6(11), 1196–1252. https://doi.org/10.1016/S2214-109X(18)30386-3
Kurniawati, D., Indrasari, N., & Ansar, F. A. (2023). Integrating TPACK in extensive listening: Teachers’ experiences. Online Learning in Educational Research (OLER), 3(1), 33–46. https://doi.org/10.58524/oler.v3i1.227
Landers, R. N., & Armstrong, M. B. (2017). Enhancing instructional outcomes with gamification: An empirical test of the Technology-Enhanced Training Effectiveness Model. Computers in Human Behavior, 71(1), 499–507. https://doi.org/10.1016/j.chb.2015.07.031
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1–23. https://doi.org/10.1186/s41039-018-0078-8
Marzo, R. R., Chen, H. W. J., Abid, K., Chauhan, S., Kaggwa, M. M., Essar, M. Y., Jayaram, J., Changmai, M. C., Wahab, M. K. bin A., & Ariffin, I. A. B. (2022). Adapted digital health literacy and health information seeking behavior among lower income groups in Malaysia during the COVID-19 pandemic. Frontiers in Public Health, 10(1), 1-11. https://doi.org/10.3389/fpubh.2022.998272
Najimudeen, S. M., Barboza-Solis, C., Ali, A., Buharideen, S. M., Isham, I. M., Hassan, M. S. H., Ojkic, D., Van Marle, G., Cork, S. C., & van der Meer, F. (2022). Pathogenesis and host responses in lungs and kidneys following Canadian 4/91 infectious bronchitis virus (IBV) infection in chickens. Virology, 566, 75–88. https://doi.org/ 10.1016/j.virol.2021.11.013
Olivera‐Aguilar, M., Lee, H., Pallant, A., Belur, V., Mulholland, M. R., & Liu, O. L. (2022). Comparing the Effect of Contextualized Versus Generic Automated Feedback on Students’ Scientific Argumentation. Ets Research Report Series, 2022(1), 1–14. https://doi.org/10.1002/ets2.12344
Pathak, A. (2020). Students’ perspective towards e-assessment in Forensic Medicine. Journal of Indian Academy of Forensic Medicine, 42(4), 265–267.
Shah, A. U. M., Safri, S. N. A., Thevadas, R., Noordin, N. K., Rahman, A. A., Sekawi, Z., Ideris, A., & Sultan, M. T. H. (2020). COVID-19 outbreak in Malaysia: Actions taken by the Malaysian government. International Journal of Infectious Diseases, 97(1), 108–116. https://doi.org/10.1016/j.ijid.2020.05.093
Sorensen, E. (2013). Implementation and student perceptions of e-assessment in a Chemical Engineering module. European Journal of Engineering Education, 38(2), 172–185. https://doi.org/10.1080/03043797.2012.760533
Widayanti, W. (2021). Online learning media on science learning during the COVID-19 Pandemic: A literature study in Indonesia. Online Learning In Educational Research (OLER), 1(1), 55–61. https://doi.org/10.58524/oler.v1i1.16
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145(1), 1-48. https://doi.org/10.1016/j.compedu.2019.103729
Downloads
Published
Issue
Section
License
Online Learning in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Online Learning in Educational Research agree to the following terms:
Copyright Retention: Authors retain the copyright of their work without any restrictions.
Publishing Rights: Authors retain the right to publish and distribute their work without any restrictions.
License Agreement: By publishing with Online Learning in Educational Research, authors agree that their work will be licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA). This license allows others to share and adapt the work, provided that appropriate credit is given, any changes are indicated, and the new creations are licensed under the same terms.
